This article deals with the difficulties faced by teachers when working on literary reading in the
classroom. We know that one of the greatest difficulties that teachers encounter within schools is the
reading, or rather, the lack of it. Seeking to understand how and why children and young people go
through various phases of schooling without building a taste for reading will surely lead to many
causes. In this case, the main objective of this study is to carry out a reflection about the literary
reading in the classroom in order to perceive within the educational process the main problems that
prevent the formation of new readers. That is, our focus is the method of approach that predominates
in public schools, their failures and contributions in dealing with work with the literary text. To do so,
we will have a dialogue with some authors who have the reading as a central point in their research,
such as: Lajolo (1982), Soares (2001), Freire (1995), Candido (2004) and Todorov (2009). As much as
the bibliographic research base, our study aims to contribute to the expansion and the deepening of the
questions that involve the mediation and the formation of new readers in the schools.
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